Inclusive Education: historical context of Brazil and Spain

Daisy Eckhard Bondan Flavia Obino Correa Werle Jesús Molina Saorín About the authors


This article presents a documental and comparative analysis of the historical context, based on legal documents dealing with the concept of inclusive Education in Brazil and Spain and based on the international agenda (1960 to 2020). We used the documental analysis and compared and took as reference the national and international documents on inclusive Education, organized into three categories: a) Human rights: subjects of law; b) Salamanca Declaration: integration and c) Convention on the Rights of Persons with Disabilities: inclusion. Different perceptions of the concept of inclusive Education are identified, proposing new paths for the effective exercise of the right to Education for all.

Inclusion; Educational Needs; Public Education Policies; Educational Context

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